Classroom

Intermediality, Multimodality and Learning (IMS Literacy)

This group works on intermediality and multimodality in teaching and learning. The group investigates how intermedial and multimodal knowledge can be used for creative, inclusive and flexible teaching, and for information and creative activities.

The group focuses in particular on the following questions:

Media relations in language and literature teaching. How do we teach language and literature in a digitalised society? Intermedial and multimodal studies can highlight the media relations of literature from a didactic perspective. It makes visible how language is always integrated in a non-verbal context, even in language and literature teaching.

Flexible media literacy. How can we help young people understand this complex media landscape? Multimodal and intermedia perspectives can help pupils and students develop a basic understanding of how different media choices influence and shape communication.

Innovative teaching methods. An understanding of how knowledge is displayed and communicated, not exclusively through words, can help in developing effective ways of adapting materials to different audiences and different contexts.

Intermedial and multimodal diversity: Media literacy is linked to access to both knowledge and media. How can intermediality help to create more inclusive learning environments that can respond to a diversity of skills and better accommodate people with disabilities?